Relevant Minnesota or Nat’l Content Standards: CRAFT AND STRUCTURE 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 6. Assess how point of view or purpose shapes the content and style of a text. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures
Learning Objective: Key Understanding(s) you intend students to obtain: Students will understand:
The characteristics that separate poetry from other forms of literature.
understand the interpretive value of poetry
That poets do not give a definitive answer to the meaning of their work, clues are left within the language
The “grey area” of evaluating interpretations
Assessment Evidence
What do you want your students to know? Students will know:
Figurative language terms (personification, symbol, metaphor, simile, hyperbole)
The difference between simile and metaphor
What do you want students to be able to do? Students will be able to:
Determine the meaning of unfamiliar words and metaphors
Identify and explain poetic devices (personification, symbol, metaphor, simile, hyperbole)
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Pre-formative assessment: “What is poetry?”
Informal responses (written and oral)
Post-lesson survey: two things learned and one question
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Poetry
Figurative Language
Simile
Metaphor
Hyperbole
Personification
Symbol
Literary interpretation
How will you teach this key vocabulary to enable students to meet the learning objective?
Handout, including terms and space to take notes
Continual reinforcement of elements by example and commentary throughout the lesson
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
Why do authors sometimes mean something other than what they write?
How do good readers gain understanding from what they read?
What is poetry?
How is poetry different from other forms of literature?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
Materials/Resources Required:
Vocab Worksheet/Handout
Handout of poems
“Incident in the Rose Garden”
SCHEDULE OF ACTIVITIES
Method/Strategy
Time Allotment
Pre-formative Assessment Introduce essential question, “What is poetry.” Students will write down their opinion and thoughts. Then, discussion of thoughts and opinions to gain previous knowledge.
8 min
Lecture/Discussion Hand out vocabulary note sheet. Students will follow along with the lecture writing down anything that will help them understand the terms better. Through examples, students will be encouraged to share their thoughts of any identified poetic elements they have found within the works.
18 min
Culmination Analysis – “Incident in the Rose Garden” Students will individually read the poem in the textbook. When finished, they will write down any elements they have identified within the poem. After some time, the class will regroup and the poem will be read to them. Discussion of their identifications will then take place
17 min
Post-formative Assessment Students will be asked at the end of the class period to write down three things: two things they have learned, and one question they may have
CRAFT AND STRUCTURE 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 6. Assess how point of view or purpose shapes the content and style of a text. 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures
Students will understand:
Students will know:
Students will be able to:
How will you check to see whether your class has met your learning objectives?
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Differentiation Options: questions, stems, sentence frames, strategies, etc.
Introduce essential question, “What is poetry.” Students will write down their opinion and thoughts. Then, discussion of thoughts and opinions to gain previous knowledge.
Hand out vocabulary note sheet. Students will follow along with the lecture writing down anything that will help them understand the terms better. Through examples, students will be encouraged to share their thoughts of any identified poetic elements they have found within the works.
Students will individually read the poem in the textbook. When finished, they will write down any elements they have identified within the poem. After some time, the class will regroup and the poem will be read to them. Discussion of their identifications will then take place
Students will be asked at the end of the class period to write down three things: two things they have learned, and one question they may have